Mozart Elementary School vs Bates Elementary School

Mozart Elementary School holds a 0.8-point overall rating advantage over Bates Elementary School (9.2/10 vs 8.4/10), a gap that translates into a meaningful difference in state standing: Mozart Elementary School ranks #42 of 1,791 Massachusetts schools, while Bates Elementary School ranks #181 of 1,791. Both numbers represent strong performance in absolute terms, but Mozart's position places it in the top 2.5% of the state versus Bates's top 10%. For parents using state rank as a primary filter, that 139-position spread — between two schools sitting 0.4 miles apart in Roslindale — is the central fact of this comparison.

The academic score gap drives most of that overall difference. Mozart Elementary School scores 8.1/10 on academics versus Bates Elementary School's 7.0/10, an 1.1-point delta that reflects measurable differences in tested proficiency outcomes. Growth tells a different story: both schools are nearly identical, with Mozart at 9.8/10 and Bates at 9.7/10. That near-parity on growth scores means students at both schools are advancing at roughly the same rate year over year — the divergence is in where students are testing, not how fast they are improving.

Mozart Elementary School enrolls 178 students versus Bates Elementary School's 279, making Mozart the significantly smaller campus — 36% fewer students. Despite the enrollment gap, both schools maintain comparable student-teacher ratios: Mozart at 10.5:1 and Bates at 10.3:1, a difference so narrow it is functionally identical. Smaller total enrollment at Mozart means fewer students per grade cohort, which can affect peer group size, extracurricular variety, and community feel, even when per-classroom ratios are similar.

Both schools serve grades PK through 6, so families do not face any difference in grade coverage or transition timing. The program and level structure is equivalent — neither school offers a grade range the other lacks — meaning the choice between them rests entirely on the academic and school-size factors rather than on structural differences in what grades are available.